Factors Influencing the Perception

17 second teaching, they are asked to focus on their mastery of certain curricular materials. 4. Microteaching allows the increased control of practice. It means that in Microteaching, we can manipulate or set the setting, number of students, time, and people who are going to be involved in the observation. We can also manipulate some other factors related to Microteaching so that the situation and the atmosphere are the same as a real class. Those manipulations could help student and supervisor to control teacher practitioner’s performance. 5. Microteaching greatly expands the normal knowledge-of-results or feedback dimension in teaching. After practicing their teaching, the students are given a chance to make evaluation of their performances. It aims at making them recognize their strengths and weaknesses. They can make evaluation from the lecturers and peer feedback given to them. They can also learn from their video during their teaching practice. From the evaluation, students are expected to improve their skills in their next teaching practice. In addition, according to Borg, Kelly, Langer, and Gall 1970: 33, there are four basic characteristics in Microteaching, namely: 1. The teacher is presented with a behaviorally defined teaching skill, which student teacher is to perform. 18 In Microteaching, the students are introduced to some skills that should be mastered as a teacher. They can practice the skills through teaching practice in Microteaching class. 2. The teacher practices the skill in a short lesson about five to ten minutes with only a few pupils. 3. The lesson is recorded on a videotape and subsequently the teacher views the videotape to analyze critically how he or she applies the skill. 4. To obtain further practice and benefit from the videotape feedback, the teacher practices the same skill again with another small group of pupils. This lesson is also videotaped and critiqued. Based on those four basic characteristics, it can be concluded that Microteaching is a flexible approach because it can be adjusted based on the purposes and resources of the user. Some of the variables which can be adjusted include lesson length, number of pupils, types of pupils, number of teachers, the amount and kind of supervision and the use of videotape. The similarity can be found from both theories above, Allen Ryan 1969 and Borg et al. 1970. Both theories reveal that students teach in a situation that is similar to a real class. However, the number of the students is lessened and the duration of the time is also shortened. Both theories also define that feedback takes an important role in Microteaching class. Feedback in Microteaching class is the primary factor because it can be used to give 19 information and confirmation about studen ts’ performance. They can improve their teaching practice through feedback. The feedback can be in the form of teacher ’s feedback lecturer feedback, peer feedback, or self-evaluation. McKnight 1971 as cited by Brown 1978: 14 defines Microteaching as a subject designed to develop new skills and to develop the old ones. In